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What This Means for Instruction
After a review of the research, a number of classroom techniques or
applications have been found to be successful in the development of critical
literacy with students. Below are some general guidelines to help educators
plan and implement the instruction of Social Studies Skills and Methods:
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Assist students in refining questions for research or discussions (Alleman
and Brophy 2003; Beck and McKeown 2002; Levstik and Barton 2001; Wineburg
2001).
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Allow for exploration, experimentation and inquiry, all within a structured
yet creative environment (Levstik and Barton 2001; Torney-Purta and Damon
1999; Wolk 2003).
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Provide young children uninterrupted blocks of time to sort and classify
data (Armento 1987; Sunal 1990; Torney-Purta and Damon 1999).
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Aid students in their understanding and development of good
historical/social questions and how to find answers to them (Levstik and
Barton 2001; Wineburg 2001).
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Model for the students what they are to do (i.e., using graphic organizers,
summarizing data, using information in context) (Levstik and Barton 2001; Wolk
2003).
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Provide students the opportunity to see their agency (i.e., power to act,
interpret, express point of view) (Levstik and Barton 2001).
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Promote the active construction of knowledge and analysis of values in a
safe and structured environment (Niemi and Junn 1998; Torney-Purta and Damon
1999).
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Provide students the opportunity to predict events and to determine the
impact their prediction might have on society (Wolk 2003).
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Expose students to data in all shapes and forms (i.e., charts, graphs, raw,
compiled, primary, secondary, photos, evening news) (Jantz and Seefeldt 1999).
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Incorporate problem-solving into the curriculum using real world issues
(Levstik and Barton 2001; Morton 1987; Orvis et al. 1999).
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